Primary care physicians were surveyed regarding their preference for lecture, hands-on, and problem-based learning sessions. Analyses found no significant relationship between individual learning style as determined by the instrument used and instructional preferences. The discussion examines potential reasons for these findings. (CT)

Discusses a study which examined if inadequate study approaches contributed to the high attrition rate in tertiary science courses in Papua New Guinea. Test results of undergraduate students (N=118) indicated that their test scores for study motives and strategies were higher than Australian norms but did not correlate with academic achievement.…

Describes how discrepant events can be employed as a viable teaching strategy. Reviews the theory of cognitive dissonance and provides examples and approaches in its resolution. Offers samples of discrepancy events and unexpected situations. (ML)

The paper offers a broad-based behavioral approach to language generalization which is affected by basic cognitive processes, behavioral learning strategies, environmental variables, and the child's present knowledge base. Implications of this approach for application of a systems approach to intervention are discussed. (Author/DB)

Collateral teaching offers an alternative to using commercially prepared social skills programs for learning-disabled students, by enabling teachers to instruct social skills that are required of their students as opportunities arise in normal contexts. Strategies for instructing social skills include coaching, modeling, reinforcement, cognitive…

Learning styles-based instruction uses the strengths and preferences of disabled and at-risk students to tailor instruction to their needs. This article defines learning styles, outlines the learning style characteristics of at-risk students, presents a global/analytic reading styles checklist, and describes 11 strategies for basing instruction on…

Five experiments examined the cued recall of the last target words of primarily four-word (Bus-Airplane-Car-Train) category stimuli by children and adults. Focused on problems of gaining access to episodic search sets in recall. Results suggested that access to search set is more problematic for children than for adults. (RWB)

Offers a model of assessment for disabled readers that yields information not only about current performance but also about the potential for learning. (FL)

Advances a set of five principles related to the development of independent learners and recommends the use of three types of activities effective in moving students toward greater independence in applying their ideas and skills. (NKA)

Discusses (1) strategies that make learning disabled adolescents independent in subject area classrooms, (2) the use of medieval rhetoric to help modern students expand their writing, and (3) students' opinions of sustained silent reading. (NKA)

The article describes Project ASSIST, a five-week post-high school/precollege summer program to help learning disabled students adjust to the university environment at the University of Wisconsin-Whitewater. The program emphasizes six components: affective support, diagnostic evaluation, academic reinforcement and instruction, strategy training,…

Teachers of writing (native or second language) should structure their classes in ways that will help students expand their repertoire of strategies for rewriting compositions. (Author/CB)

Describes how a learning strategies approach can enable learning disabled students in secondary schools to study effectively, using as an example the acquisition of specific information from reading a chapter in a science text. (JC)

Defines language transfer as a psycholinguistic procedure by which second language learners activate prior knowledge in developing or using their interlanguage. A functional differentiation of language transfer is proposed, according to its activation in learning, reception, and production. (Author/LMO)

Comparison of the English comprehension of 16 non-native speakers on task directions presented by a native English speaker indicated that comprehension was best assisted when the content of directions was repeated and rephrased in interaction. Reduction in linguistic complexity in the premodified input did not significantly affect comprehension.…